Faculty and Staff Directory
Engberg, Mark E.
My research agenda is rooted in my ongoing desire to improve educational opportunity for underserved students. Each year tens of thousands of students find themselves lost in an educational system in which they have limited access to economic, human, social, and cultural resources and inadequate guidance in navigating an increasingly complex system of postsecondary admissions and finance. As a researcher, educator, activist, and citizen, I am deeply troubled by the enormity of lost talent in American society, and as such, I have made this the cornerstone of my research and scholarly agenda.
In examining the importance of access and opportunity across the secondary-postsecondary nexus, my research agenda focuses on two-interrelated threads: The first thread investigates how individual- and institutional-level factors influence students’ pathways to postsecondary education, with a particular focus on racial/ethnic minorities and low-income students. The second thread focuses on understanding the educational benefits of diversity and how different curricular and co-curricular interventions influence a range of skills and dispositions necessary in today’s increasingly diverse and global society. Thus, I approach the issue of access by examining the resources and structures necessary to promote college opportunity at the secondary level as well as how increased access contributes to student learning and development at the postsecondary level.
- Ph.D., University of Michigan, Ann Arbor, MI
- M.A., Northwestern University, Evanston, IL
- B.A., University of Michigan, Ann Arbor, MI
- Higher Education (M.Ed. and Ph.D.)
- International Higher Education (M.Ed.)
- Higher education policy: Examination of individual and institutional factors that influence college access and opportunity
- Educational benefits of diversity: Compelling interest of structural diversity in optimizing diverse learning environments in postsecondary institutions
- Global learning and development: Examination of curricular, co-curricular, and community-based experiences that promote the development of a global perspective
- Higher education assessment and evaluation: Institutional practices that promote a culture of assessment around student learning
Professional & Community Affiliations
- Association for the Study of Higher Education (ASHE; Chair of Evaluation Committee--2015-2016;Co-Chair, Program Committee, Student Section, 2015)
- American Educational Research Association (AERA)
- National Association of College Admission Counselors (NACAC)
- ELPS 431 Evaluation in Higher Education
- ELPS 435 Enrollment Management in Higher Education
- ELPS 527 Internship in Higher Education
- ELPS 529 Doctoral Proseminar in Higher Education
- Loyola University Chicago, School of Education Distinguished Faculty Award for Excellence in Research (2014)
- Engberg, M.E., Davidson, L.M., Manderino, M., & Jourian, T.J. (in press). Intercultural engagement and the development of a global perspective. Multicultural Education Review
- Wells, R., Wolniak, G.C., Engberg, M.E., & Manly, C.A. (2016). Maintaining inequality through college admissions: Exploring the changing role of admission enhancement strategies. TC Record. Available at http://www.tcrecord.org/content.asp?contentid=21532.
- Engberg, M.E. & Davidson, L.M. (2016). Students’ precollege engagement and the development of a global perspective. Journal of First Year Experience and Students in Transition, 28 (1), 49-70.
- Wolniak, G.C., Wells, R., Engberg, M.E., & Manly, C.A. (2016). College enhancement strategies and socioeconomic inequality. Research in Higher Education. 57(3), 310-334.
- Engberg, M.E., Jourian, T.J., & Davidson, L. (2016). The mediating role of intercultural wonderment: Connecting programmatic components to global outcomes in study abroad. Higher Education 71, 21-37.
- Engberg, M.E. & Jourian, T.J. (2015). Intercultural wonderment and study abroad. Frontiers: The interdisciplinary journal of study abroad, 25, 1-19.
- Engberg, M.E. & Manderino, M., & Dollard, K. (2014). Collecting dust or creating change: A multi-campus usability study of student survey results. Journal of Assessment and Institutional Effectiveness, 4(1), 27-51.
- Engberg, M.E., & Wolniak, G.C. (2014). An examination of the moderating effects of the high school socioeconomic context on college enrollment. High School Journal, 97(4), 240-263.
- Engberg, M.E. & Gilbert, A.J. (2014). The counseling opportunity structure: Examining correlates of four-year college-going rates. Research in Higher Education, 55(3), 219-244.
- Engberg, M.E. & Porter, K. B. (2013). Conceptualizing the linkages between diversity experiences and moral development. Journal of College and Character, 14(4), 289-299.
- Engberg, M.E. (2013). The influence of study away experiences on global perspective-taking. Journal of College Student Development, 54(5), 466-480.
- Engberg, M.E., & Wolniak, G.C. (2013). College student pathways to the STEM disciplines. TC Record, 115(1).
- Engberg, M.E. (2012). Pervasive inequality in the stratification of four-year college destinations. Equity & Excellence in Education, 45(4), 575-595.
- Wolniak, G.C., Mayhew, M.J., & Engberg, M. E. (2012). Learning’s weak link to persistence. Journal of Higher Education, 83(6), 795-823.
- Hurtado, S., Mayhew, M.J., & Engberg, M.E. (2012). Diversity courses and students’ moral reasoning: A model of predispositions and change. Journal of Moral Education, 41(2), 201-224.